S IPSE 1203102 Chapter5
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions
Based on the research results it is acquired some conclusions that are:
1.
In general the development of science virtual test item to measure students’
critical thinking on living things and environmental sustainability consist of
five steps: content analysis, constructing the instrument (multiple choice),
validity of the instrument by the expert, legibility test by students, and
conducting the large test.
2.
Science virtual test item constructed to measure the students’ critical thinking
based on the elements of critical thinking by Inch. Detailing the eight
elements of critical thinking is a function that is interconnected, as follows:
purpose, question at issue, assumptions, point of view, information, concepts,
interpretation and inference, implication and consequences.
3.
There were five criteria that have been tested on legibilty test such as the
description of information, question, the option, interelation of questions and
answers, and terms that have been provided.
4.
Based on the large test field is gained the results of validity and reliability of
the test, difficulty index, discriminating power, and quality of distractor. The
coefficient alpha (α) was 0.747, the reliability of the test was categorized as
‘high’ and value of XY correlation was 0.63 which mean that the validity of
the test was categorized as ‘high’. These means that science virtual test item
can be measure a students’ critical thinking with good consistency.
Muhamad Nur Akbar, 2016
DEVELOPING SCIENCE VIRTUAL TEST TO MEASURE STUDENTS’ CRITICAL THINKING ON LIVING
THINGS AND ENVIRONMENTAL SUSTAINBILITY THEME
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
81
B. Recommendations
Based on the results of the research, there are several recommendation for
further researcher in developing of science virtual test item to measure student’s
critical thinking, as following:
1.
For teacher
Science virtual test that has been developed can be used by the science
teacher to know the level of students’ critical thinking based on Inch element of
critical thinking especially in living things and environmental sustainability
theme. Teacher can reflect more about how to construct and develop an
appropriate instrument or test item to measure students’ critical thinking.
2.
For other researcher
The result of developing science virtual test can be a basic to do the research
about constructing the instrument to assess critical thinking of students’ based on
critical thinking by Inch. Other similar research can be done in other kind of topic
or theme especially in science to explore the critical thinking ability of the
students’. This research can be a reference for a relevant research.
Muhamad Nur Akbar, 2016
DEVELOPING SCIENCE VIRTUAL TEST TO MEASURE STUDENTS’ CRITICAL THINKING ON LIVING
THINGS AND ENVIRONMENTAL SUSTAINBILITY THEME
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions
Based on the research results it is acquired some conclusions that are:
1.
In general the development of science virtual test item to measure students’
critical thinking on living things and environmental sustainability consist of
five steps: content analysis, constructing the instrument (multiple choice),
validity of the instrument by the expert, legibility test by students, and
conducting the large test.
2.
Science virtual test item constructed to measure the students’ critical thinking
based on the elements of critical thinking by Inch. Detailing the eight
elements of critical thinking is a function that is interconnected, as follows:
purpose, question at issue, assumptions, point of view, information, concepts,
interpretation and inference, implication and consequences.
3.
There were five criteria that have been tested on legibilty test such as the
description of information, question, the option, interelation of questions and
answers, and terms that have been provided.
4.
Based on the large test field is gained the results of validity and reliability of
the test, difficulty index, discriminating power, and quality of distractor. The
coefficient alpha (α) was 0.747, the reliability of the test was categorized as
‘high’ and value of XY correlation was 0.63 which mean that the validity of
the test was categorized as ‘high’. These means that science virtual test item
can be measure a students’ critical thinking with good consistency.
Muhamad Nur Akbar, 2016
DEVELOPING SCIENCE VIRTUAL TEST TO MEASURE STUDENTS’ CRITICAL THINKING ON LIVING
THINGS AND ENVIRONMENTAL SUSTAINBILITY THEME
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
81
B. Recommendations
Based on the results of the research, there are several recommendation for
further researcher in developing of science virtual test item to measure student’s
critical thinking, as following:
1.
For teacher
Science virtual test that has been developed can be used by the science
teacher to know the level of students’ critical thinking based on Inch element of
critical thinking especially in living things and environmental sustainability
theme. Teacher can reflect more about how to construct and develop an
appropriate instrument or test item to measure students’ critical thinking.
2.
For other researcher
The result of developing science virtual test can be a basic to do the research
about constructing the instrument to assess critical thinking of students’ based on
critical thinking by Inch. Other similar research can be done in other kind of topic
or theme especially in science to explore the critical thinking ability of the
students’. This research can be a reference for a relevant research.
Muhamad Nur Akbar, 2016
DEVELOPING SCIENCE VIRTUAL TEST TO MEASURE STUDENTS’ CRITICAL THINKING ON LIVING
THINGS AND ENVIRONMENTAL SUSTAINBILITY THEME
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu